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Artículos de revistas sobre el tema "Education – philosophy – case studies"

Autor: Grafiati

Publicado: 27 de julio de 2024

Última modificación: 31 de julio de 2025

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1

Ellin, Joseph. "Case Studies for Students." Teaching Philosophy 8, no. 4 (1985): 359–60. http://dx.doi.org/10.5840/teachphil19858491.

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Maistry, Suriamurthee Moonsamy. "Towards an integrative philosophy of education: The contemplative case of economic education." Journal of Education, no. 90 (April 14, 2023): 49–68. http://dx.doi.org/10.17159/2520-9868/i90a03.

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Acquiring a basic knowledge of philosophy is usually a deprioritised choice for students in undergraduate programmes. Even a basic philosophy course is seldom mandatory in the hard sciences, although it may be an option in the social sciences. While many undergraduate teacher education programmes have stand-alone courses in the philosophy of education in general educational studies courses, philosophical inspiration is largely drawn from continental philosophy. The extent to which preservice teachers see the wider relevance and application of philosophy of education to the school subjects they

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3

North, Stephen M. "Writing in a Philosophy Class: Three Case Studies." Research in the Teaching of English 20, no. 3 (1986): 225–62. http://dx.doi.org/10.58680/rte198615605.

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4

Andersson, Åsa, Peter Korp, and Anne B. Reinertsen. "Thinking With New Materialism in Qualitative Case Studies." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692097643. http://dx.doi.org/10.1177/1609406920976437.

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In this article, we discuss challenges and implications of thinking with new materialisms and the Deleuzian philosophy of immanence in qualitative case studies. The aim is to establish a terrain and language of “minor case studies.” Deleuze denies two-world ontologies and the ontologically status of single bodies, emphasizing instead how assemblages of human and non-human bodies together produce the world. In this terrain, cases are not objects of inquiry, but life-giving forces that create movement. This in turn changes the premises for how we can approach and explore cases. Rather than repre

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5

Rempala, Kit, Katrina Sifferd, and Joseph Vukov. "Philosophy Labs." Teaching Philosophy 44, no. 2 (2021): 187–206. http://dx.doi.org/10.5840/teachphil202142145.

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Conversation is a foundational aspect of philosophical pedagogy. Too often, however, philosophical research becomes disconnected from this dialogue, and is instead conducted as a solitary endeavor. We aim to bridge the disconnect between philosophical pedagogy and research by proposing a novel framework. Philosophy labs, we propose, can function as both a pedagogical tool and a model for conducting group research. Our review of collaborative learning literature suggests that philosophy labs, like traditional STEM labs, can harness group learning models such as Positive Interdependence Theory (

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6

Kang, Jae Ryn, Hye In Ji, and Ye Ri Hong. "A Qualitative Case Study on a Philosophy Education Program for Adolescents : From the Perspective of Lipman’s Multidimensional Thinking Approach." Liberal Arts Innovation Center 16 (November 30, 2024): 173–213. https://doi.org/10.54698/kl.2024.16.173.

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This paper presents a qualitative case study of a philosophy education program for adolescents, applying Lipman’s multidimensional thinking approach (MTA). Despite the increasing emphasis on developing thinking capacity recently, research on philosophy education for adolescents remains scarce, and qualitative studies or case analyses in real-world educational settings are even rarer. To address this gap, this study analyzes the impact of a philosophy education program using MTA on the multidimensional thinking of adolescents. The results show that participants’ multidimensional thinking develo

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7

Honcharenko, Olga. "Philosophy and Philosophical Education in Kazimierz Twardowski’s Interpretation." Filosofiya osvity. Philosophy of Education 18, no. 1 (2016): 221–37. http://dx.doi.org/10.31874/2309-1606-2016-18-1-221-237.

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Philosophy determination, its place and purpose in human life and society is the eternal philosophical problem. In this paper the reader is suggested to analyze the attempt of its solving by outstanding Polish philosopher Kazimierz Twardowski. Free from the extremes of metaphysics and minimalism, Kazimierz Twardowski’s philosophy has not only created the conditions for philosophical culture development, but has also brought up a pleiad of philosophically educated scientists. What are the peculiarities of Kazimierz Twardowski’s philosophy? On the bases of philosophical papers analysis, scientif

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8

Kiyashchenko, Larisa Pavlovna. "Mathetiks - a transdisciplinary education paradigm (the case of bioethics)." Filosofiya osvity. Philosophy of Education 22, no. 1 (2018): 224–39. http://dx.doi.org/10.31874/2309-1606-2018-22-1-224-239.

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The novelty of the article is related to the use of the resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist Jan Amos Comenius (Komensky) to refer to practices of self-education. The aim of the article is to use resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist J. A. Kоmensky three centuries ago to distinguish and establish coordination in the u

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9

EVERS, COLIN W., and ECHO H. WU. "On Generalising from Single Case Studies: Epistemological Reflections." Journal of Philosophy of Education 40, no. 4 (2006): 511–26. http://dx.doi.org/10.1111/j.1467-9752.2006.00519.x.

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10

Hammer, Christy, and Val Dusek. "The Rationale and Challenge for the Integration of Science Studies in the Revision of General Education Curricula." Journal of General Education 55, no. 1 (2006): 1–16. http://dx.doi.org/10.2307/27798034.

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ABSTRACT A broadened view of scientific literacy for general education revision is detailed, including the history, philosophy, and sociology of science and science and technology studies. We provide a case study from an interdisciplinary college, argue for the integration of science studies into general education curricula, and discuss barriers to success.

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11

Hammer, Christy, and Val Dusek. "The Rationale and Challenge for the Integration of Science Studies in the Revision of General Education Curricula." Journal of General Education 55, no. 1 (2006): 1–16. http://dx.doi.org/10.2307/jgeneeduc.55.1.0001.

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ABSTRACT A broadened view of scientific literacy for general education revision is detailed, including the history, philosophy, and sociology of science and science and technology studies. We provide a case study from an interdisciplinary college, argue for the integration of science studies into general education curricula, and discuss barriers to success.

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12

Powell, Richard R. "Constructing a Personal Practical Philosophy for Classroom Curriculum: Case Studies of Second-Career Beginning Teachers." Curriculum Inquiry 26, no. 2 (1996): 147. http://dx.doi.org/10.2307/1180041.

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13

Powell, Richard R. "Constructing a Personal Practical Philosophy for Classroom Curriculum: Case Studies of Second-Career Beginning Teachers." Curriculum Inquiry 26, no. 2 (1996): 147–73. http://dx.doi.org/10.1080/03626784.1996.11075451.

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14

Roslan Mohd Nor, Mohd, and Maksum Malim. "Revisiting Islamic education: the case of Indonesia." Journal for Multicultural Education 8, no. 4 (2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.

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Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indon

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15

Brickhouse, Nancy W. "The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories." International Journal of Science Education 11, no. 4 (1989): 437–49. http://dx.doi.org/10.1080/0950069890110408.

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16

Michl, Jan. "A CASE AGAINST THE MODERNIST REGIME IN DESIGN EDUCATION." International Journal of Architectural Research: ArchNet-IJAR 8, no. 2 (2014): 36. http://dx.doi.org/10.26687/archnet-ijar.v8i2.408.

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The article argues that the present dominance of the modernist design idiom, and the general aesthetic inferiority of existing non-modernist stylistic alternatives, is a consequence of the fact that design schools have for decades banished non-modernist visual idioms from their curricula. The author discusses original arguments for the single-style / single taste modernist regime of contemporary design schools, and contends that the modernist vision of a single unified style, which prompted the banishment, was rooted in a backward-looking effort to imitate the aesthetic unity of pre-industrial

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17

Çopur, Ahmet. "Beliefs and practices of social studies teachers on inclusion." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (2019): 451–90. http://dx.doi.org/10.14527/pegegog.2019.015.

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The aim of the study is to demonstrate the reflections of social studies teachers' beliefs regarding inclusion and their students in in-class practices. The survey, conducted by the case study method, was performed with three Social Studies teachers. Observation and semi-structured interviews were used as data collection techniques. Data obtained from observations and interviews were analysed by content analysis. In the study, it has been found that teachers have the belief that academic objectives should be pursued during inclusive practice, in accordance with the modern philosophy of inclusi

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18

Noah Weiss, Michael. "INVESTIGACIÓN DE PRÁCTICA REFLEXIONADA EN LA EDUCACIÓN DE MAESTROS." haser, no. 12 (2021): 239–66. http://dx.doi.org/10.12795/haser/2021.i12.07.

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In this essay the approach of reflective practice research, as introduced by the philosopher Anders Lindseth, is outlined and its relevance for teacher education is discussed. For that purpose, central theoretical as well as methodological aspects of this research approach are presented and further investigated. By means of illustrative case studies, examples are given on how this approach can be of use for teacher students in order to develop research competence, on the one hand. On the other, this essay examines how a teacher can reflect his or her own practice, in terms of self-studies, in

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19

Svyrydenko, Denys, Weizhen Gao, and Chengzhang Zou. "HIGHER EDUCATION AS A TOOL OF PEACEBUILDING AND DECOLONIZATION: UKRAINIAN CASE AND GLOBAL PERSPECTIVE." Educational Discourse: collection of scientific papers, no. 14(6) (July 15, 2019): 45–54. http://dx.doi.org/10.33930/ed.2019.5007.14(6)-4.

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The conceptualization of the possibilities of Ukrainian higher education as an instrument of peace-building is proposed to be based on a multidimensional approach that has to combine the approaches of modern philosophy of education, educational policy, cultural studies, history, law and political science fruitfully. The experience of educational peace-building is an entire powerful area at modern war and peace studies, and the educational practices of peace-building offered by the other countries’ (Israeli, etc.) education system are valuable to a number of societies included in conflicts. As

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ELLIOTT, JOHN, and DOMINIK LUKEŠ. "Epistemology As Ethics In Research And Policy: The Use of Case Studies." Journal of Philosophy of Education 42 (August 2008): 87–119. http://dx.doi.org/10.1111/j.1467-9752.2008.00629.x.

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21

ADAMENKO, Nadiia, Liudmyla OBLOVA, Olena ALEKSANDROVA, et al. "Human Identity as Freedom Statement in the Philosophy of Child Education." WISDOM 20, no. 4 (2021): 113–25. http://dx.doi.org/10.24234/wisdom.v20i4.538.

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The purpose of this article is to reveal the specific features of personality-oriented education and to consider how a person, being in dialogue with another person, can declare freedom only by an act of own free will. To achieve the goal set, the authors have used a set of theoretical and empirical methods of analysis, description, comparison, extrapolation, synthesis, hermeneutic methodology, and a method of implication. Cross-sectional studies and case studies have also been used at the intersection of philosophy and psychology. It is emphasized that in the Ukrainian framework of the repres

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22

Xu, Jingbo, and Wei Chang. "Research on the Path of Developing Philosophy and Social Sciences in Industry-featured Universities." Philosophy and Social Science 1, no. 5 (2024): 47–51. http://dx.doi.org/10.62381/p243508.

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Industry-featured universities play a crucial role in China's higher education sector and have made significant contributions to industry development and socio-economic construction. In the context of building a strong educational nation, enhancing the development of philosophy and social sciences is crucial for promoting comprehensive student development, meeting national strategic needs, and building a learning society. This article proposes suggestions for strengthening the construction of philosophy and social sciences in industrial characteristic universities through case studies of the d

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23

Hare, William, Sonya Singer, and Mary Jane Harkins. "A Mindful Approach to Teacher Education: An Interview With William Hare." Journal of Educational Thought / Revue de la Pensée Educative 44, no. 3 (2018): 215–28. http://dx.doi.org/10.55016/ojs/jet.v44i3.52236.

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To honour and celebrate Dr. William Hare's important contributions to educational studies on the occasion of his retirement, a two-day conference was held at Mount Saint Vincent University, Halifax, Nova Scotia in October, 2008. As part of one of the working seminars, we interviewed William Hare. Beginning with questions on the complex concept of open-mindedness, he discusses the use of case studies in education, the controversial link between open-mindedness and neutrality, the challenging task for teachers of posing questions for which there are no definitive answers, and the central role he

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24

Degorge, Barbara. "The Modernization of Education: A Case Study of Tunisia and Morocco." European Legacy 7, no. 5 (2002): 579–96. http://dx.doi.org/10.1080/1084877022000006780.

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25

Panagopoulou-Koutnatzi, Fereniki, and Georgios Arabatzis. "The Philosophical Background and the Adventures of Religious Studies:." Conatus 8, no. 1 (2023): 251–62. http://dx.doi.org/10.12681/cjp.32617.

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The teaching of Religious Studies in Greece has always been the subject of intense debate and controversy. The case law of the Council of State mandates a denominational course, allowing exemption only on the grounds of religious conscience. The Supreme Administrative Court even considered the introduction of a compulsory Religious Studies course for all students to be unconstitutional. In this sense, the Religious Studies course in Greece is seen as outdated, and an increasing number of students are seeking to be exempt from it. In a recent case, the Council of State, in an attempt to depart

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Daniel, Ryan. "CREATIVITY AND THE DOCTOR OF PHILOSOPHY: THE CASE FOR CREATIVITY EDUCATION WITHIN DOCTORAL PROGRAMS." Creativity Studies 17, no. 1 (2024): 165–77. http://dx.doi.org/10.3846/cs.2024.17082.

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Doctoral education is an increasingly prevalent part of the worldwide higher education landscape. Although there are variations in how programs are constructed and delivered, there is general agreement that evidence of creativity is expected in the final thesis. Despite the significant attention the supervisory process has received in the literature, students’ views on creativity as it applies to their candidature have not been extensively explored. This article reports on interviews with a sample of 12 current doctoral students in the areas of the arts, social sciences, and education from the

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Nadri Taja, Mulyadi Al Fadhil, Riyandi Baehaqi, and Revi Rusdatul Jannah. "Philosophy of Religious Nationalist Character Education in Islamic Boarding School-Based Vocational Schools." Jurnal Pendidikan Islam Indonesia 7, no. 2 (2023): 26–39. http://dx.doi.org/10.35316/jpii.v7i2.484.

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This study aims to describe the philosophy of the religious nationalist character education program, as well as the role of schools in developing religious nationalist character e This study aims to describe the philosophy of the religious nationalist character education program, as well as the role of schools in developing religious nationalist character education for Dārut Tauhīd Vocational School students. The research method used is a case study. Data collection techniques in this study used observation, interviews, and documentation studies. The results of this study indicate that r

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Nasrudin, Ega, Ahmad Faishal Ramadhan, and Muhamad Parhan. "Filsafat Eksistensialisme Kierkegaard Dan Implikasinya Terhadap Praktik Pendidikan Dalam Meningkatkan Spiritualitas Peserta Didik." Jurnal Kajian Ilmiah 24, no. 3 (2024): 229–40. https://doi.org/10.31599/j9m3zp21.

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This article aims to explore how Kierkegaard's existentialist philosophy views and its implications for educational practices that occur in improving students' spirituality. A qualitative approach with a literature study design is used for sources with procedures for conducting studies, collecting sources, and analyzing. The results of the study indicate that existentialist philosophy directs human development at a stage that recognizes religion or religiosity. The educational implications that can be applied from this view are divided into implications for students, implications for teachers,

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S Espartinez, Alma. "Exploring Student Perspectives on Studying Philosophy Through Design Thinking: A Narrative Case Study." Journal of Information Technology Education: Innovations in Practice 24 (2025): 009. https://doi.org/10.28945/5496.

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Aim/Purpose: The purpose of this paper is to explore the integration of Design Thinking (DT) into a philosophy course and its impact on student learning and engagement. The problem addressed is the traditional approach to philosophical education, which often lacks practical relevance and fails to engage students in meaningful ways. Background: This paper addresses the problem by introducing DT as a pedagogical tool in philosophy education, aiming to bridge the gap between abstract philosophical concepts and practical applications. It explores how DT can transform traditional philosophical inqu

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Waston, Waston, and Sri Suwartini. "Multicultural and multidisciplinary Islamic religious education and its significance for nurturing religious moderatism." IJoReSH: Indonesian Journal of Religion, Spirituality, and Humanity 1, no. 1 (2022): 76–98. http://dx.doi.org/10.18326/ijoresh.v1i1.76-98.

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In the last decade, Islamic Religious Education (IRE) has received a negative image because it is associated with the growth of religious radicalism, so the demands for applying religious moderation in IRE are getting stronger. This study aimed to find epistemological models that can direct IRE to align with religious moderation. Efforts to find answers were carried out by studying the thoughts of several figures of Islamic philosophy and contemporary Islamic studies, pursued by qualitative studies, supported by case studies, and enriched by surveys. The results showed that Musa Asy'arie's Mul

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Rodny-Gumede, Ylva. "A teaching philosophy of journalism education in the global South: A South African case study." Journalism 19, no. 6 (2016): 747–61. http://dx.doi.org/10.1177/1464884916657516.

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This article sets out a teaching philosophy of journalism education in South Africa based on four assertions: re-affirmation of the role of journalism in democratic processes, the need for comparative studies and research-led teaching, journalism as active citizenship and journalism as a reflexive practice. These assertions are considered within the context of the role of the news media in a young democracy, with a particular focus on South Africa and post-colonial societies in the global South. As such, I hope to contribute to a debate around journalism education grounded in local realities r

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32

Höffe, Otfried. "The Liberal Studies in a Global World." Theory and Research in Education 1, no. 2 (2003): 213–27. http://dx.doi.org/10.1177/1477878503001002004.

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This article criticises the growing tendency to justify the humanities only in economic terms. It can be shown that liberal studies are indispensable to a global world. The argument is spelled out by reference to five different forms of knowledge that the humanities help to cultivate. They look for (1) a cultivation of perception and (2) a cultivation of memory. They care for (3) a cultivation of judgement that culminates in enlightenment, and (4) within the cultivation of memory they look for anamnestic justice. Finally, (5) they contribute to debates about orientation and meaning. These diff

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Šindić, Alaksandra, Dijana Andrić, Jurka Lepičnik Vodopivec, and Nives Ličen. "Methodical approach in Catholic religious education in kindergartens in Bosnia and Herzegovina." Nova prisutnost XVIII, no. 1 (2020): 87–99. http://dx.doi.org/10.31192/np.18.1.7.

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In this paper, the authors explore the methodical approach in Catholic religious education in kindergartens in Bosnia and Herzegovina. The theoretical framework is represented by the concept of holistic education. It also includes spiritual education, in the case of this study, religious education. The aim of the empirical part of the research is to determine the methodical elements of religious education in preschool institutions in Bosnia and Herzegovina (types of religious educational activities in religious education of preschool children and their representation, religious climate) and to

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Magness, Jodi, and Margaret M. Mitchell. "Religious Studies & the Imagined Boundaries of the Humanities." Daedalus 151, no. 3 (2022): 166–79. http://dx.doi.org/10.1162/daed_a_01936.

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Abstract Religious studies, as taught in American higher education, is in many ways a quintessential instance of the boundlessness of the humanities, since elements of religious traditions and practices are pervasive in literature, history, art, political science, philosophy, law, music, and so on. At the same time, questions about the definition of “religion,” about what constitutes legitimate “religion” protected as such by “religious freedom,” and about what privileges such “freedom” should entail affect many aspects of our lives as a nation, from the home to the workplace and to the public

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35

Niemi, Hannele. "Educating Student Teachers to Become High Quality Professionals – A Finnish Case." Center for Educational Policy Studies Journal 1, no. 1 (2018): 43–66. http://dx.doi.org/10.26529/cepsj.440.

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For decades, the Finnish orientation toward teacher education has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of a survey of student teachers (n=545) in two universities in Finland. Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning of May 2010. Students assessed how teacher education had provided them with the competences they need

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Irwin, Allan R. "Historical case studies: Teaching the nature of science in context." Science Education 84, no. 1 (2000): 5–26. http://dx.doi.org/10.1002/(sici)1098-237x(200001)84:1<5::aid-sce2>3.0.co;2-0.

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Maxwell, Tom, and Peter Metcalfe. "Analysing Environmental Education Curricula: The Case of the IBO's Environmental Systems." Australian Journal of Environmental Education 15 (1999): 77–84. http://dx.doi.org/10.1017/s0814062600002639.

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AbstractThis paper uses a two part analysis of a new syllabus document developed by the International Baccalaureate Organisation (IBO) for its Diploma in the area of environmental studies. The environmental analysis Is based on the need for concepts to support sustainability. Key ideas in this model are natural systems of flows of energy, cycles of materials and webs of life and human impact on these natural systems. This analysis suggests that some concepts for sustainability, such as soil and water as basic resources, are not covered adequately and that the identification of the syllabus as

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Mareš, Lukáš. "Practical Role of Philosophy in Sport: Case of Philosophical Consultation." Physical Culture and Sport. Studies and Research 83, no. 1 (2019): 16–25. http://dx.doi.org/10.2478/pcssr-2019-0017.

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AbstractThe process of philosophical questioning has the power to form not only our way of thinking, but also the way we live. Both my sporting and academic career have made me think about the importance of asking good questions and undergoing the process of answering them. I decided to create a profession of philosophical consultation in sport which works with athletes and coaches of various ages. Consultants and athletes (clients) engage in a dialogue about important and interesting questions/topics in client’s life. This dialogical process is called philosophical consultation. It focuses on

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Jayasinghe, Shan, Karen Arm, and Kelum A. A. Gamage. "Designing Culturally Inclusive Case Studies with Generative AI: Strategies and Considerations." Education Sciences 15, no. 6 (2025): 645. https://doi.org/10.3390/educsci15060645.

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This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailore

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Hata, Takayuki, and Masami Sekine. "Olympic Education as an Intergenerational Relation of the Third Degree." Physical Culture and Sport. Studies and Research 47, no. 1 (2009): 103–10. http://dx.doi.org/10.2478/v10141-009-0037-6.

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Olympic Education as an Intergenerational Relation of the Third DegreeThe 30th anniversary meeting of the Japanese Society for the Philosophy of Sport and Physical Education was held in September 2008. It has been over 30 years since this society was established. Nevertheless the tendency and recent trend in sport philosophy in Japan have not been conveyed abroad. The good reason behind this may be the language barrier between English and Japanese. This makes it difficult to spread the activities on sport philosophy in Japan throughout the world. The question arises as to whether sport philoso

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41

Eichberg, Henning. "Explanation or Understanding? Movement Studies Between Natural Sciences and Cultural Studies." Physical Culture and Sport. Studies and Research 63, no. 1 (2014): 5–21. http://dx.doi.org/10.2478/pcssr-2014-0015.

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Abstract Movement studies are - like health studies - placed between natural sciences and cultural studies as well as between quantitative and qualitative methods. That is why they are challenged by some methodological contradictions. Yet the dual relations between nature and culture, and between quantitative and qualitative methods, may be of superficial character. Deeper beneath, one finds tensions with theoretical implications: between the quest for evidence and the comparative method, between generalization and case study, between explanation and understanding, between the correctness of t

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Vale de Gato, Margarida, Maarten Janssen, Rita Queiroz de Barros, and Susana Valdez. "Teaching and Researching Literary Translation in the Digital Context: PEnPAL in Trans as a Case-study." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 4, no. 1 (2016): 63–80. http://dx.doi.org/10.14195/2182-8830_4-1_4.

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The digital reinvention of literary studies within literary translation teaching and research informs the PEnPAL in Trans project. This inter-institutional venture joins higher education agents and researchers in Translation Studies, Literary Studies and Linguistics. Elaborating on the notions of process-oriented education and “social constructivism” (Kiraly, 2000), PEnPAL in Trans has developed a specific awareness of the literary translator’s “expert action” (Jones, 2011). Drawing on a project-based philosophy of translation training, it envisions the translated anthology as a collaborative

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Kidd, Ian James. "EPISTEMIC CORRUPTION AND EDUCATION." Episteme 16, no. 2 (2018): 220–35. http://dx.doi.org/10.1017/epi.2018.3.

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ABSTRACTThis paper introduces the concept of ‘epistemic corruption’ and applies it to current debates about the negative effects of education on the epistemic character of students. Epistemic corruption occurs when an agent comes to develop or exercise one or more epistemic vices due their interaction with a social environment. The phenomenon of epistemic corruption is especially important given modern enthusiasm, among virtue epistemologists and others, for the claim that education should aim to enhance the epistemic character of students by cultivating their epistemic virtues. After presenti

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King, Ken, Lee Shumow, and Stephanie Lietz. "Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices." Science Education 85, no. 2 (2001): 89–110. http://dx.doi.org/10.1002/1098-237x(200103)85:2<89::aid-sce10>3.0.co;2-h.

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Thompson, Kenneth W. "The Decline of International Studies." Ethics & International Affairs 5 (March 1991): 233–45. http://dx.doi.org/10.1111/j.1747-7093.1991.tb00240.x.

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In a recent report by Princeton's Woodrow Wilson School of International Affairs, “Education in U.S. Schools of International Affairs,” Princeton's former president Robert F. Goheen presents several crucial factors in the apparent decline of international studies in the U.S. The private sector, which at first demanded broadly-educated professionals, have recently shown little enthusiasm for students of international affairs. This has resulted in lack of funding and lack of interest in the field of international studies. This is paradoxical primarily because the students of international affair

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Deutscher, Penelope. "When Feminism Is “High” and Ignorance Is “Low”: Harriet Taylor Mill on the Progress of the Species." Hypatia 21, no. 3 (2006): 136–50. http://dx.doi.org/10.1111/j.1527-2001.2006.tb01117.x.

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This essay considers the important role attributed to education in the writings of nineteenth-century feminist Harriet Taylor Mill. Taylor Mill connected ignorance to inequality between the sexes. She called up the specter of regression into lowness and ignorance when she associated feminism with progress. As she stressed the importance of education, she constructed an‘other’ to feminism, variously associated with lowness, poverty, and the primitive. She made a case for the advantages of civilization (education, enfranchisement, equality) to be opened up to women. Yet Taylor Mill's position th

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Daharat, Anas Nasir Mahmoud, Mohammad Kamil Sued, and Asma Gheisari. "The Impact of Integrated Management System on the Organizational Excellence and Organizational Innovation." Education Research International 2022 (May 6, 2022): 1–10. http://dx.doi.org/10.1155/2022/2284603.

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Innovation in organizations, particularly in the public sector, aims at reducing costs and increasing the quality of goods and services. Thereby, a key aspect of ensuring organizational excellence is adopting innovative practices that allow the development and incorporation of novel concepts appropriate for optimizing IMS. The study is aimed at investigating the relationship between IMS, organizational excellence, and innovation. The techniques used in this study are mostly quantitative and primarily based on qualitative strategies, including phenomenology, narrative studies, grounded principa

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Kocyigit, Burhan Fatih, Nurlan Aukenov, Marlen Yessirkepov, and Bekaidar Nurmashev. "FROM TOPIC SELECTION TO SUCCESSFUL PUBLICATION: A ROADMAP FOR PHILOSOPHY DOCTOR (PHD) SUPERVISORS AND STUDENTS." Central Asian Journal of Medical Hypotheses and Ethics 6, no. 2 (2025): 93–99. https://doi.org/10.47316/cajmhe.2025.6.2.01.

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Doctoral education is a rigorous and complex endeavor that demands more than subject-matter proficiency. It requires methodologically strict and ethically justified approaches to research works. Numerous PhD candidates commence their studies lacking a comprehensive vision, frequently resulting in fragmented efforts over a lengthy period of time. The current guide includes topic selection and hypothesis formation, succeeded by systematic bibliometric and altmetric assessments to ascertain the relevance, originality, and implications of doctoral works. It subsequently integrates national epidemi

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Ahmar, Dewi Satria, and Muhammad Fath Azzajjad. "Trilogy of Philosophy of Science Thinking as a Stimulation of Collaboration Skills in Asian Community Education courses." Athena: Journal of Social, Culture and Society 3, no. 1 (2025): 483–90. https://doi.org/10.58905/athena.v3i1.413.

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The Collaborative abilities are essential for student achievement in the educational environment of the twenty-first century. Nonetheless, both international and domestic evaluations have shown that college students frequently struggle to collaborate well with others, interact critically, and co-create knowledge. In order to foster collaborative abilities, this study intends to investigate the effects of incorporating the Trilogy of Scientific Philosophy Thinking ontology, epistemology, and axiology into the Asian Community Education course. The study used a posttest-only control group and a q

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Lasair, Simon. "What’s the Point of Clinical Pastoral Education and Pastoral Counselling Education? Political, Developmental, and Professional Considerations." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 74, no. 1 (2020): 22–32. http://dx.doi.org/10.1177/1542305019897563.

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Further clarity is needed regarding the uniqueness of spiritual care and psycho-spiritual therapy. In this article, this uniqueness is described as the relative spiritual health of spiritual health professionals. Drawing upon political philosophy, spiritual development theories, and studies in spiritual health, three traits of spiritual health are revealed that spiritual health professionals need to function effectively in their work environments. The article ends with four recommendations for both clinical pastoral education and pastoral counselling education.

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